Journal of Management Practices, Humanities and Social Sciences
JMPHSS is a peer-reviewed academic journal published under the auspices of SAHSS. The journal publishes original research, review articles, theoretical papers, and practice-focused work that intersects management studies with humanities and social science perspectives.
AI-BASED OPTIMIZATION OF SOLAR-ASSISTED GREEN HYDROGEN PRODUCTION AND STORAGE USING CASSAVA PEEL-DERIVED ACTIVATED BIOCHAR IN IBADAN, NIGERIA
This study designed a framework to optimize the production and potential storage of green hydrogen using activated biochar from cassava peel. Cassava peel biochar was produced via pyrolysis and activation and evaluated for a function material for alkaline water electrolysis and hydrogen storage. The biochar yield of the activated biochar is 39.28 ± 4.32%; fixed carbon content is 71.59 ± 4.50%. BET surface area is 860.00 ± 290.00 m²/g; pore volume is 0.45 ± 0.15 cm³/g; electrical conductivity is 1.47 ± 0.75 mS/cm. The use of KOH as the activation agent yielded the highest BET surface area (976.00 m²/g) and pore volume (0.51 cm³/g). The maximum hydrogen production of 2380.00 mL at a production rate of 25.10 mL/min at 0.91-1.55 M KOH was achieved with Faradaic efficiency of 86.20% and energy efficiency of 64.10%. As the pressure increased from 1 bar to 30 bar, the quantity of hydrogen absorbed increased from 0.65 wt.% to 1.23 wt.%. The desorption efficiency dropped from 81.30% to 74.10%. XGBoost was the model which predicted the best, with an R² of 0.96, RMSE of 1.78, MAE of 1.21, MAPE of 6.40% and a classification accuracy of 0.94. The predicted hydrogen production from the optimized conditions was 48.60 mL/min which gives 78.40% energy efficiency which gave hydrogen uptake of 1.52 wt.%. The innovative research illustrates a relevant local pathway to biomass-based green hydrogen systems.
CREATIVE PAUSE AND MIND PROMPT AS STRATEGIES FOR MANAGING MEDIA DIET AMONG ADOLESCENTS: IMPLICATIONS FOR PRODUCTIVE THINKING
This study explored the effectiveness of Creative Pause and Mind Prompt interventions in the management of media diet among adolescents for productive thinking in Mayflower School, Ikenne, Ogun State. Using a quasi-experimental design with a Nonequivalent Control Group, 100 secondary school students (50 males and 50 females) participated in the study. The Adolescents Media Diet Assessment Scale (AMAS) was used as the primary instrument. Data were analysed using chi-square statistics at a 0.05 level of significance. The findings indicate that: (i) there is a significant difference between participants treated with Mind Prompt and Creative Pause interventions and the control group; (ii) there is a significant difference in productive thinking between male and female adolescents; (iii) parental socio-economic status significantly influences adolescents' creative potential; (iv) cognitive ability significantly differentiates adolescents' productive thinking; and (v) the types of media diet consumed by adolescents vary significantly. The study concludes that creativity-based interventions can effectively support adolescents in managing their media diet and enhancing productive thinking. Recommendations are made for counsellors, parents, schools, policymakers, and social workers.
INTRINSIC MOTIVATION AND ACADEMIC PERFORMANCE AMONG TECHNICAL VOCATIONAL EDUCATION AND TRAINING (TVET) STUDENTS IN KENYA
Background: Technical Vocational Education and Training (TVET) institutions play an important role in developing practical skills, employability, and national economic growth. Despite their significance, TVET education is often associated with negative societal perceptions, where students are considered academically less capable than university students. Such attitudes may influence students’ confidence, motivation, and academic engagement. Nevertheless, many TVET students remain committed to their studies, indicating the presence of intrinsic motivation as an internal driving force in learning. Objective: The study aimed to examine the relationship between intrinsic motivation and academic performance among Technical Vocational Education and Training (TVET) students in Kenya. It further sought to determine the level of intrinsic motivation among students and assess the influence of socio-demographic factors on motivation and academic achievement. Methodology: The study adopted a cross-sectional quantitative research design involving students from two faith-based TVET institutions located in Nairobi and Nakuru counties. Data were collected using the Intrinsic Motivation Inventory (IMI), which measured pleasure in learning, personal value, and competence. Descriptive and inferential statistical methods, including ANOVA and chi-square analysis, were employed in analysing the data. Findings: The findings revealed that TVET students demonstrated a high level of intrinsic motivation despite the negative social perception attached to vocational education. Students showed strong personal value, competence, and enjoyment in learning activities. However, the study established that intrinsic motivation alone did not have a statistically significant relationship with academic performance, suggesting that academic achievement may also depend on other personal, social, and environmental factors. Conclusion: The study concludes that intrinsic motivation is highly prevalent among TVET students and contributes significantly to their persistence and engagement in learning. Although intrinsic motivation may not independently determine academic performance, it remains an important factor in sustaining students’ commitment to education. The study recommends that educators and policymakers create supportive learning environments that strengthen students’ internal motivation and improve societal perceptions toward TVET education.
SOCIETAL PERCEPTION OF TVET AND ITS INFLUENCE ON STUDENTS MOTIVATION AND LEARNING OUTCOMES IN KENYA" LOOKS TO ME LIKE IT'S TOUTOLOGY TO SAY TVET EDUCATION
Background: Technical Vocational Education and Training (TVET) institutions play an important role in providing practical skills and employability opportunities for national development in Kenya. Despite this importance, TVET education is often associated with negative societal perceptions, where students are viewed as academically weak compared to university students. Such attitudes may influence students’ confidence, motivation, and learning experiences within vocational institutions. Objective: The study aimed to examine societal perception toward TVET education and assess its influence on student motivation and learning outcomes among TVET students in Kenya. Methodology: The study adopted a cross-sectional quantitative research design involving students from two faith-based TVET institutions in Nairobi and Nakuru Counties. Data were collected using the Intrinsic Motivation Inventory (IMI) together with socio-demographic information. Descriptive and inferential statistical methods were used to analyse the data collected from the participants. Findings: The findings revealed that TVET students were aware of the negative societal attitudes associated with vocational education. Despite these perceptions, students demonstrated high levels of intrinsic motivation characterised by pleasure, personal value, and competence in learning. The findings further showed that students remained committed to their studies and educational goals despite the social stigma attached to TVET education. Conclusion: The study concludes that although negative societal perceptions toward TVET education continue to exist, they do not necessarily prevent students from remaining motivated in their learning activities. Intrinsic motivation plays an important role in sustaining students’ engagement and persistence in vocational education. The study recommends the promotion of positive societal attitudes toward TVET education and the strengthening of supportive learning environments within TVET institutions.
CORRELATION BETWEEN THE IMAGE VALUE OF THE PHYSICAL ENVIRONMENT ANDUSE OF PUBLIC SPACES IN AKURE, NIGERIA
The study evaluated the image value of public spaces in Akure and their contribution to creating an attractive physical environment. Both quantitative and qualitative methods were employed for data analysis. Data were collected from primary and secondary sources, with 209 respondentswere selected through purposive sampling for structured questionnaire administration. These respondents were on-site users of public spaces in the core area of Akure. The collected data were analyzed using univariate, bivariate, and multivariate techniques.Socio-demographic characteristics, physical activity, image perception and, the physical environment were used to evaluate the influence of public spaces on the image value of Akure. Findings highlighted the importance of a well-maintained, aesthetically pleasing, and inclusive public space in creating a positive image and promoting the overall development of the study area. The study revealed a positive relationship between image value as a vital indicator for social interaction and increase public space utilisation.Furthermore, the result revealed the most significant problems facing open spaces in the study area which include;illegal conversion, encroachment, andpoor maintenance. The study recommends that,Architects and Urban planners in Akure should integrate design principle in the planning of public spaces to improve its image value and a routine evaluation of public spaces by government to ensure a socially, well-maintained and functional spaces for overall users’satisfaction.
APPLICATION OF FOMBRUM, TICHY AND DEVANNA’S HUMAN RESOURCE MANAGEMENT MODEL TO ENHANCE EMPLOYEE PERFORMANCE IN THE NIGERIA BANKING SECTOR
The study examined the application of Fombrun, Tichy, and Devanna’s (FTD) Human Resources Management (HRM) model to enhance employee performance in the Nigerian banking sector. The study focused on the aspects of; selection, performance appraisal, rewards, and development with reference to performance of the employees in the banking sector in Nigeria. The study findings revealed that Nigerian banks have well-established recruitment and selection strategies in their talent acquisition process. In terms of the usage of performance appraisal systems for the assessment of the performance of their employees in the banking sector, the study revealed that it was efficient in usage as one of the strong instrument for effective performance. The findings on rewards system and development revealed the rewards system in use in the Nigeria banking sector is not in measure to the rate of work done and the risk attached to the job, as such the reward and development component of the model has been adopted as seems to be less consistent with the situation in the credit reward of the Nigerian banking sector. Likewise, the level of spending on this capacity enhancement activity- employee training and development-clusters also differs in Nigerian banks and below expectations meaning organizational stakeholders are not fully implementing the FTD (1984) model’s reward and development components. The study concluded that the usage of FTD (1984) model is relatively low in the Nigeria sector. The study therefore recommended that Nigerian banks should prioritize the integration of robust reward systems and continuous employee development programs. These aspects are crucial for maintaining employee motivation and engagement, which directly contribute to improved performance.
LEVERAGING LARGE ARTIFICIAL INTELLIGENCE MODELS FOR THE REVITALIZATION OF SUAKIN ISLAND, SUDAN
Suakin Island, located on the Red Sea coast of eastern Sudan, represents one of the most significant yet endangered examples of coral-stone Islamic architecture in the world. Once a thriving Ottoman-era port city, Suakin's distinctive urban fabric — characterized by mashrabiyas (wooden lattice screens), multi-story coral-stone mansions, arcaded markets, and intricately carved wooden doors — has suffered severe deterioration over the past century. This paper proposes and details a comprehensive framework for applying Large Artificial Intelligence (AI) Models to the digital revitalization, documentation, classification, and predictive restoration of Suakin's architectural heritage and that of broader eastern Sudan. Drawing on the latest advances in Large Language Models (LLMs), Convolutional Neural Networks (CNNs), Vision Transformers (ViTs), Generative Adversarial Networks (GANs), and diffusion-based generative models, we outline a full pipeline: from field data collection and feature engineering of architectural elements, to training supervised classifiers and generative restoration models. We benchmark applicable methods from analogous heritage contexts (Chinese, Iranian, Greek, and Indonesian vernacular architecture) where accuracies exceeding 90–98% have been achieved. We identify critical research gaps — the absence of any dedicated dataset or end-to-end AI model for Suakin — and propose concrete methodological pathways to address them. The study further introduces ArchGPT-style reasoning agents and multimodal CLIP-based retrieval as novel tools for supporting architectural conservation professionals in Sudan. Our findings establish that, given targeted data collection and culturally grounded model training, AI-based systems can serve as transformative instruments for the preservation and revitalization of Suakin Island's irreplaceable built heritage.
THE EFFECT OF MACROECONOMIC VARIABLES ON THE PERFORMANCE OF AGRICULTURAL EXPORTS IN NIGERIA
This study examined the effect of macroeconomic variables on the performance of agriculturalexports in Nigeria from 1986 to 2022. The study specifically investigated the influence of consumer price index (inflation), broad money supply, lending rate, exchange rate, and real gross domestic product on non-oil agricultural exports. Annual time series data were obtained from secondary sources and analyzed using descriptive statistics, Augmented Dickey-Fuller (ADF) unit root test, Autoregressive Distributed Lag (ARDL) model, Error Correction Mechanism (ECM), and Pairwise Granger Causality test. The findings revealed that consumer price index and exchange rate had positive and significant effects on agricultural exports in Nigeria, while broad supply and lending rate exerted significant negative effects on non-oil agricultural exports. Real gross domestic product showed a positive but insignificant relationsmoneyhip with agricultural export performance. The ECM result indicated a strong adjustment from short-run disequilibrium to long-run equilibrium. Furthermore, the Granger causality test showed no causal relationship among the selected macroeconomic variables and agricultural exports. The study concluded that stable macroeconomic policies are essential for improving agricultural export performance and promoting sustainable economic diversification in Nigeria.
INVESTIGATING STRATEGIES FOR RETENTION AND COMPLETION OF BASIC SCHOOLS AMIDST FARMERS-HERDERS’ CONFLICT IN NORTH-CENTRAL NIGERIA
This study investigated the availability, effectiveness, and influence of continuity strategies on pupils’ retention and completion of basic education amidst farmers–herders’ conflict in North-Central Nigeria, with specific focus on Benue and Nasarawa States. A descriptive survey design was adopted, integrating both qualitative and quantitative approaches. Data were obtained using interview guides and proforma records covering fifteen years of pupils’ retention and completion. 24 stakeholders were selected using multistage sampling techniques, of purposive, stratified, and simple random sampling. Qualitative data were thematically analysed, while longitudinal proforma data provided trend-based evidence of retention and completion outcomes.Findings revealed five major continuity strategies used to sustain retention and completion of basic education in conflict-affected communities: Organized Community Efforts, Temporary Learning Centres, Educational Support Services, Technological/Remote Education Programmes, and Monitoring and Evaluation Platforms. OCEs emerged as the most prominent and sustainable strategy, reflecting strong grassroots initiatives such as parental support, flexible school schedules, and community-led monitoring. TLCs were found to be the most effective in preventing total educational disruption, despite challenges related to overcrowding and inadequate facilities. The results further showed that continuity strategies positively influenced pupils’ retention and completion, Nasarawa State recorded consistent improvements compared to fluctuating outcomes in Benue State. There were no significant differences in perceptions based on status or location, but duration of stay significantly influenced respondents’ perceptions of strategy effectiveness. The study concluded that community-driven resilience, supported by institutional and technological interventions, is critical for sustaining basic education in conflict-affected settings.
ASYMMETRIC PASS-THROUGH EFFECTS OF FOREIGN PORTFOLIO INVESTMENT ON ECONOMIC RESILIENCE: A COMPARATIVE ANALYSIS OF SELECTED AFRICAN ECONOMIES
This study investigates the asymmetric pass-through effects of foreign portfolio investment FPI on economic resilience in South Africa, Egypt, Nigeria and Kenya using the Nonlinear Autoregressive Distributed Lag (NARDL) frame work over the period 1990-2024. Composite economic resilience normalized on 0-1 scale was constructed via principal component analysis, incorporating macroeconomic stability, financial robustness, productive capacity and institutional quality. Short run results reveal consistent asymmetric: positive FPI shocks significantly enhance (ERI) across all countries with the strongest impacts in Kenya and Nigeria while negative shocks sharply erode resilience most severely in Nigeria and Egypt. Inflation exerts a uniformly negative effect, whereas GDP per capita growth greatly support economic resilience. The error correction term indicate faster adjustment in South Africa per period and slowest in Kenya in the long run positive FPI shocks significantly bolster resilience in Nigeria and Kenya, but remain insignificant in South Africa and Egypt; Negative shocks consistently undermine ERI with statistical significance in all cases. GDP per capita emerges as the dominant long run driver. Policy recommendations include strengthening macroeconomic stability, deepening capital market and promoting growth oriented structural reforms to mitigate FPI volatility and enhance economic resilience to external shocks
INTEGRATING INDIGENOUS KNOWLEDGE INTO NATIONAL CLIMATE ADAPTATION STRATEGIES: CHALLENGES AND PATHWAYS
The integration of indigenous knowledge (IK) into national climate adaptation strategies represents a critical yet underexplored pathway for enhancing resilience in developing countries like Nigeria. This study investigates the challenges and opportunities associated with incorporating indigenous knowledge systems into formal climate adaptation frameworks, emphasizing their potential to complement scientific approaches and address localized vulnerabilities. Employing a qualitative research design, data were collected via semi-structured interviews with 30 key stakeholders, including government agencies, civil society organizations, academia, and traditional leaders. Thematic analysis reveals significant barriers to integration, primarily institutional biases favouring Western scientific paradigms, the lack of formal mechanisms for documenting and validating IK, and the erosion of traditional practices due to rapid modernization and urbanization. Despite these challenges, respondents highlighted the intrinsic value of IK in sustainable agriculture, disaster risk reduction, and ecosystem management, citing specific examples such as traditional flood mitigation techniques and seasonal forecasting methods. The findings underscore the potential of hybrid knowledge systems that leverage the contextual precision of IK alongside the macro-level predictive capacity of scientific data. However, successful integration requires addressing ethical concerns regarding knowledge ownership, intellectual property rights, and equitable benefit-sharing. To bridge existing gaps, the study proposes actionable pathways, including the establishment of a national indigenous knowledge repository governed by community-led ethical protocols, the statutory inclusion of traditional leaders in climate advisory bodies, and the integration of indigenous perspectives into educational curricula. Furthermore, the research recommends the development of legal frameworks to protect communal intellectual property and the creation of dedicated funding mechanisms for community-led adaptation initiatives. By fostering participatory governance and respecting epistemic pluralism, policymakers can create more inclusive, effective, and socially just climate adaptation strategies. This research contributes to a holistic understanding of climate governance, demonstrating that bridging the divide between indigenous and scientific knowledge systems is essential for building sustainable resilience in the face of escalating climate impacts.
THE INFLUENCE OF ENTERTAINMENT MEDIA ON YOUTH ATTITUDES TOWARD EDUCATION IN NIGERIA
The study investigated the effect of entertainment media on attitudes of the youths towards education in Nigeria. As more and more young people have become exposed to digital entertainment, like social networking, streaming, music videos, celebrity culture, and more, there are concerns regarding the implications of these for education and academic engagement. The research design used in the study was a mixed-methods research design that comprised a convergent parallel design because quantitative and qualitative approaches were used. The respondents were sampled from 428 students from secondary schools, and 20 respondents, consisting of students, teachers, and parents from tertiary schools, were interviewed for qualitative data. The data were analysed quantitatively using descriptive and inferential statistics such as percentages, correlation and regression and qualitatively, thematically. Results indicated that most participants spend a considerable amount of time every day engaging in entertainment media and that most indicated that their engagement with entertainment media had an impact on their attitudes regarding education. The study revealed that there is a significant relationship between the consumption of entertainment media and the decrease in academic motivation, the decrease in reading culture and the increase in entertainment lifestyles. It also found that there are positive educational uses of entertainment media, such as access to online tutorials, educational videos and edutainment content. The study concluded that entertainment media has a double meaning to education, but the negative influence is more dominant if entertainment media use is excessive and unregulated. The study calls for media literacy education, parental monitoring, the integration of digital learning tools in the curriculum and the promotion of educational entertainment content to improve positive academic outcomes among the Nigerian youths.
ASSESSMENT OF PRINCIPAL’S ROLE ON THE PROVISION OF STUDENTS’ SERVICES IN SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA
This study was onassessment of principal’s role on the provision of students’ services in secondary schools in Cross River State, Nigeria. The study has two objectives which are;Evaluate principal’s role on the provision of guidance and counselling service and assesses principal’s role on the provision of library service in secondary schools in Cross River State. Two research questions, two null hypotheses asked and formulated respectively. Related literature was reviewed along with fourteen (14) empirical studies. Descriptive research design was adopted for the study. A total of 387 respondents were sampled from the total population of 2,3667, through the use of research advisor (2006). A structured questionnaire was used to collect data from the respondents. The data collected were presented in tables and analysed using weighted means to give the responses of respondents to the research questions. The nine null hypotheses were tested using One Way Analysis of Variance (ANOVA) at 0.05 alpha level of significance. Descriptive statistics was used to analyze the bio- data of the respondents. The findings of the study among others were that: most principals provided offices and assigned teacher(s) for counselling services in secondary schools in Cross River State and that most secondary schools do not have standard school library, where they exist, they are been managed by the school principals in secondary schools in cross river state.It was recommended among others that; all secondary schools in cross river state should be provided with guidance and counselling offices with the required facilities and trained personnel and the government and other stakeholders should collaborate in the provision of library and it’s facilities in secondary schools.The study concluded that Principals of secondary schools as administrative heads are in the best position to use resources under their control to achieve set goals of the school are founded on the principle of providing students services which helps to foster the development of students’ competencies, life skills and habit of academic excellence.
APPLICATION OF DIGITAL TOOLS FOR EFFECTIVE SUPERVISION OF SECONDARY SCHOOLS IN THE FEDERAL CAPITAL TERRITORY, ABUJA-NIGERIA
In this study, the application of digital tools in the supervision of secondary schools in the FCT Abuja is being examined through the availability, utilisation, perceived effectiveness, barriers, and supervisory outcomes for public and private schools. A descriptive survey research design was adopted for the study, and 102 respondents were sampled using a questionnaire. The data were analysed using descriptive statistics, Pearson correlation, independent samples t-test and multiple regression. The results indicate that the availability of digital tools was high, but its usage is moderate and partial. Strong correlations were observed between the perceived effectiveness and supervisory outcomes (r = 0.918, p<0.01) and the correlation between utilisation and outcomes (r = 0.746, p<0.01) while barriers negatively correlate with utilisation (r= −0.256, p<0.01). The regression model was statistically significant (F= 159.581, p<0.001) and explained 86.8% variance in supervisory outcomes (R²=0.868), while perceived effectiveness (β =0.776, p<0.001) was the strongest predictor followed by utilisation (β =0.188, p=0.001) while both utilisation and constraints were not significant. The t-test reveals a difference in the level of perceived effectiveness between public and private schools (p =0.044). In conclusion, the effectiveness of the digital tools in the context of the study is not driven by availability alone, but utilisation, followed by perceived effectiveness while constraints limit utilisation indirectly. Training interventions aimed at enhancing utilisation, improving infrastructure for better connectivity and favourable policies for continuous integration are therefore recommended.
ARTIFICIAL INTELLIGENCE: A NEW METHOD IN TEACHING ENGLISH LANGUAGE
Since information technology is advancing so quickly in the digital age, educational institutions are forced to adopt mobile computers for instruction. Nowadays, the majority of pupils have a cell phone. Students' daily lives are inextricably linked to their cell phones and smartphones. In other words, the students that teachers are presently working with are referred to as "digital natives" or the "Net generation" since they were raised with computers and the Internet. People are primarily searching for new ways to improve their understanding of mobile technology in non-school situations, which is different from how the technology is utilized in schools, as the number of mobile devices held rises. AI has a significant influence on ELT and presents intriguing chances for better educational possibilities and higher levels of student engagement. Teachers may transform language instruction and equip students for success in a worldwide environment by using AI in an ethical and cooperative manner. This chapter examines the applications and new opportunities that AI provides to ELT, as well as the problems and moral dilemmas related to this technological shift. The emerging trend in English language instruction using artificial intelligence is discussed in this paper.
ORGANIZATIONAL CONTEXT, MANAGEMENT SUPPORT, AND TEACHER CAPACITY: A HIERARCHICAL INVESTIGATION OF EFFICACY AND VOCATIONAL COMMITMENT
Increased interconnection and interdependence of economies, cultures, civilizations, and individuals on a worldwide scale are hallmarks of the intricate and multidimensional phenomenon known as globalization. Globalization has substantial effects on communication, especially when it comes to the English language. As a universal language, English makes it easier for people from different linguistic origins to communicate in fields like commerce, research, diplomacy, education, and technology. English is the main language used in the worldwide tech community for communication, software development, and coding in the realm of technology and innovation. Being able to communicate in English is frequently a need for engaging in the global economy. It became a useful talent in the global labor market as economic globalization increased. English is frequently used as a communication language in contracts, business discussions, and international transactions. Although English's widespread use has made communication easier in many situations, it also poses issues with linguistic diversity, cultural imperialism, and non-native English speakers' access to opportunities. The necessity for careful consideration of language dynamics in communication practices and policy is highlighted by the influence of English in a globalized society. The predominance of the English language and its benefits—such as easier international cooperation and access to worldwide opportunities—are covered in this essay. It also discusses the difficulties experienced by non-native English speakers in a globalized society, as well as accusations of linguistic imperialism and cultural homogeneity. This paper sheds light on the prospective function of English in a world growing more linked as well as the possible rise of new international languages and communication patterns.
LEARNING ENVIRONMENT, ADMINISTRATIVE LEADERSHIP, AND PEDAGOGICAL SELF-EFFICACY: A MULTILEVEL ANALYSIS OF TEACHER MORALE AND PROFESSIONAL PERSISTENCE
Throughout his life, Kalidas Bhattacharyya (KB) has written extensively on both Indian and Western philosophy. In some of his writings, such as ThePresuppositions of Science and Philosophy and Other Essaysand a couple of chapters in Logic, Language and Philosophy, KBhas defended traditional metaphysics, by offering both positive arguments as well as critiquing some objections raised against it. In this article, we critically discuss his attempt to defend traditional metaphysics by analyzing the presuppositions of science and metaphysics. In his ThePresuppositions of Science and Philosophy and Other Essays, he not only enumerates and classifies presuppositions, he also uses them to clarify the relation between science, metaphysics and epistemology. Despite its significance, KB’s work remains largely unknown to contemporary philosophers, perhaps due to his highly technical and rigorous writing style. This article is an attempt to introduce and discuss his defense of traditional metaphysics so that it can be taken up for further research.
ORGANIZATIONAL CULTURE, ADMINISTRATIVE BACKING, AND EDUCATOR SELF-BELIEF: A MULTILEVEL EXAMINATION OF PROFESSIONAL CONFIDENCE AND JOB COMMITMENT
The approaches that were popular prior to CLT were the Situational Language Teaching approach, the Audio-Lingual approach, and the Grammar-Translation technique. These techniques required form memorization and practice. Learning a language during World War II was done for practical reasons. Studying literary works and just learning grammatical rules were deemed insignificant. The ability to utilize language for pragmatic purposes became crucial. To put it another way, the capacity to communicate effectively is a prerequisite for learning a foreign language. At this moment, Communicative Language Teaching (CLT) replaced these approaches. The introduction of CLT caused a significant shift in the way that second language instruction was conducted. The primary cause of this shift is that teachers started to understand that the major objective of teaching foreign languages is to help students become more communicative. A large number of immigrants arrived in Europe in the 1970s, and in order to find work, they had to pick up English fast. The employees were unable to communicate with their bosses using the Grammar-Translation and Audio-Lingual technique drills. According to Jack C. Richards (153), "British applied linguists started to question the theoretical assumption underlying the Situational Language Teaching." The scope of CLT has grown since the mid-1970s. It is currently viewed by both American and British supporters as an approach (rather than a technique) that seeks to: (a) make communicative competence the purpose of language instruction; and (b) provide methods for teaching the four language skills that recognize the connection of language and communication. Richards, Jack C., 155.
The Role of Media Literacy in Social Science Education
This research explores the impact of arts-based pedagogies on student motivation in social science education. Traditional methods often fail to sustain student interest. By incorporating creative activities such as music and design, educators can make learning more engaging. The study shows that students participating in arts-based activities demonstrated higher motivation and enthusiasm. They were more likely to participate in discussions and collaborative tasks. The approach also fosters intrinsic motivation. Teachers observed improved classroom dynamics. Challenges include curriculum constraints and assessment methods. The paper suggests integrating arts into lesson planning. It concludes that arts-based pedagogy enhances motivation.
Constructivist Approaches in Social Science Education
This study explores how arts-based pedagogies can reshape the epistemological foundations of social science education. It argues that knowledge construction becomes more dynamic when learners engage with creative processes such as painting, dramatization, and narrative building. These methods allow students to interpret social realities through multiple perspectives rather than relying on fixed theoretical frameworks. The research includes classroom interventions where students visually represented sociological theories, leading to deeper comprehension. It also highlights how arts integration promotes dialogic learning and collaborative inquiry. Students demonstrated improved critical thinking and interpretive skills. However, institutional constraints remain a challenge. The paper calls for rethinking assessment and curriculum design. It concludes that arts-based approaches enable a more holistic understanding of social phenomena.
Assessment and Evaluation Techniques in Social Science Learning
This paper investigates the potential of arts-based learning to bridge the gap between theory and practice in social science education. Traditional teaching often isolates abstract concepts from real-world application. By incorporating artistic practices such as community murals and participatory theatre, students actively engage with societal issues. The study presents case examples where learners addressed local social problems through creative expression. Results indicate increased civic engagement and practical understanding. The approach also fosters teamwork and communication skills. Teachers observed higher levels of motivation and participation. Challenges include limited resources and time constraints. The paper suggests integrating community-based projects into curricula. It concludes that arts-based pedagogy strengthens experiential learning.
Policy Reforms and Their Impact on Social Science Education
This research examines the role of storytelling as an arts-based pedagogical tool in social science classrooms. Storytelling enables learners to contextualize abstract ideas within relatable narratives. The study analyzes how students used personal and fictional stories to explore themes such as migration, inequality, and identity. Findings suggest that storytelling enhances memory retention and emotional engagement. It also encourages empathy and cross-cultural understanding. Students became more confident in expressing their viewpoints. Teachers reported improved classroom interaction and participation. However, balancing creativity with academic rigor remains a concern. The paper recommends structured storytelling frameworks. It concludes that narrative-based learning enriches social science education.
Multicultural Education and Diversity in Social Science Classrooms
he study explores the integration of performing arts in teaching political science concepts. Through role-play, simulations, and debates, students actively engage with political processes and ideologies. The research highlights how these methods make complex topics more accessible and relatable. Students demonstrated better understanding of governance, democracy, and power relations. Performing arts also foster communication and critical thinking skills. The study includes feedback from both students and educators, indicating positive outcomes. However, logistical challenges such as time and space were noted. The paper suggests incorporating performance-based modules into curricula. It concludes that performing arts can significantly enhance political science education.
The Role of Teacher Education in Strengthening Social Science Pedagogy
Visual representations help students understand spatial relationships and ecological concepts. The research demonstrates that visual arts enhance comprehension of topics such as climate change and sustainability. Students were able to creatively represent environmental challenges and solutions. The approach also promotes environmental awareness and responsibility. Teachers observed increased engagement and participation. Challenges include lack of materials and training. The paper recommends integrating visual literacy into curricula. It concludes that visual arts are powerful tools for environmental education.
Social Justice Education: Perspectives and Practices in Classrooms
In an age of digital information, students need skills to analyze media critically. Through activities such as video production and visual analysis, learners engage with media content creatively. The research shows that students develop analytical and interpretive skills. They become more aware of biases and representations. Arts-based methods also encourage creativity and collaboration. Teachers reported improved critical thinking. Challenges include access to technology and training. The paper recommends integrating media arts into curricula. It concludes that arts-based approaches support media literacy.
Environmental Education and Sustainability in Social Science Teaching
This study explores the potential of arts-based pedagogies in fostering collaborative learning in social science classrooms. Group-based creative projects encourage teamwork and shared responsibility. The research includes examples of collaborative art projects addressing social themes. Findings indicate improved communication and interpersonal skills. Students developed a sense of community and mutual respect. The approach also enhances problem-solving abilities. Teachers observed increased participation and engagement. Challenges include group dynamics and assessment fairness. The paper suggests structured collaboration strategies. It concludes that arts-based pedagogy supports collaborative learning.
The Use of Technology-Enhanced Learning in Social Science Education
This research examines how arts-based pedagogies can support lifelong learning in social science education. Creative learning experiences encourage curiosity and continuous engagement. The study highlights how arts integration fosters skills such as critical thinking and adaptability. Students developed a positive attitude towards learning. The approach also supports self-directed learning. Teachers reported sustained student interest beyond the classroom. Challenges include institutional limitations. The paper recommends integrating arts into lifelong learning programs. It concludes that arts-based pedagogy promotes continuous education.
Arts-Based Pedagogies in Teaching Social Science Subjects
This paper explores the role of arts-based pedagogies in addressing gender issues in social science education. Through creative expression, students engage with topics such as gender equality and identity. The study includes examples of performances and visual projects addressing gender themes. Findings indicate increased awareness and sensitivity. Students developed critical perspectives on societal norms. Teachers observed meaningful discussions and engagement. Challenges include cultural barriers. The paper suggests inclusive teaching practices. It concludes that arts-based pedagogy supports gender education.
Experiential Learning Approaches in Social Science Education
Gender Sensitivity in Social Science Education: A Pedagogical Perspective
This paper examines the future of social science education through arts-based pedagogies. It highlights the need for innovative approaches. The study suggests integrating arts into curricula. Students benefit from creative learning. Teachers reported improved engagement. Challenges include policy support. The paper recommends reforms. It concludes that arts-based pedagogy is essential for future education.